1. Y6 Curriculum
Evening

2. Session aims To become familiar with the 2017 KS2 SATS papers
To understand the reporting of the KS2 SATS scores
To discuss ways to support your child at home
To have an understanding of the school routes through calculation

3. An overview of the 2017 KS2 SATS

4. Range of scaled scores
The range of scaled scores available for each KS2 test is the same and will stay the same in future years:
80 is the lowest scaled score that can be awarded
120 is the highest scaled score
A pupil awarded a scaled score of 100 or more has met the expected standard in each test.
A pupil awarded a scaled score of 99 or less has not met the expected standard in the test.

5. An example….
Tommy could score 56 marks in total and Emily 59, yet they would see the same reported scaled score (99).
Similarly, the expected standard – a scaled score of 100 – represents a range of 60 – 64 marks.

6. Teacher assessment
Along with the KS2 SATS score, we will also report a teacher assessment, which will judge whether pupils are:
Working towards the expected standard
Working at the expected standard, or are
Working at greater depth (for Writing)

7. Routes through calculation
This refers to the way that we teach each of the 4 operations in Mathematics. Calculations involving these operations will form a large part of the Arithmetic paper.
Formal written methods have now reverted to:
Addition – column addition
Subtraction – column subtraction
Multiplication – long (or short) multiplication
Division – long division
(Some may look familiar!)

8. Addition
On each row, the decimal point should be in the same position.
This ensures that the numbers are aligned correctly.
We sometimes use ‘placeholders’ to make the calculation appear more straightforward.

9. Questions will include 5 (and possibly 6) digit numbers.
These tend to be 1 mark questions.

10. Subtraction
The use of ‘placeholders’ are even more important with column subtraction to allow pupils to ‘exchange’.
This process, which you may know as ‘borrowing’, is now referred to as ‘exchanging’ – though the process is the same!

11. Again, questions can stretch to include 5 (and even 6) digit numbers.
These tend to be 1 mark questions.

12. This question would require short multiplication
Short multiplication for multiplying by a single digit: E.g. 347 x 3 = 1041
This question would require short multiplication

13. Can you spot the error in this calculation?!
Long multiplication for multiplying by 2 and 3 digit numbers:
Can you spot the error in this calculation?!
We remind pupils that we always use a placeholder on the second line (as this is multiplying by 20).

14. These tend to be 2 mark questions.
Pupils are awarded 1 mark, if they use the correct method and make 1 error.

15. Division
Pupils are expected to use short division where the divisor is 12 or less:
They may need to record remainders, or even work with decimals.

16. For divisors larger than 12, they will need to use long division.
This is a complex method, which is underpinned by secure ‘times table’ knowledge.
We encourage pupils to use the Dad, Mother, Sister, Brother acronym to remember the 4 steps of this process.

17. Again, these tend to be 2 mark questions.
Pupils are awarded 1 mark, if they use the correct method and make 1 error.

18. Reading Newspapers Magazines/Comics Websites Flyers
It is crucial that pupils have a rich diet of reading material at home - that they talk about books, discussing the plot, key themes/characters and reasons for their actions.
Texts could be in the form of:
Newspapers
Magazines/Comics
Websites
Flyers
Fiction / Non-fiction books
E-books and online apps

19. Comprehension
It is important children understand what they read as well as being a fluent reader. This is called comprehension. This is where children are required to answer questions about a text.
These questions are split into 3 types:
Literal
Inferential
Evaluative

20. Literal questions
Read the lines: recall information stated directly and explicitly in the text. E.g. How old was Meg when she visited the zoo?

21. Inference
Read between the lines: interpret information implied in the text.
E.g. Why do you think Meg fled the reptile house in a hurry?

22. Evaluative
Read behind and beyond the lines: evaluate information based on personal knowledge and experiences.
Here, pupils may be asked to give their own opinion and justify it with reasons.
E.g. Would you feel the same as Meg in that situation? Record ways in which your opinion differs.

23. GAPS
This consists of two tests, examining Grammar, Punctuation and Spelling.
The Grammar and Punctuation test looks at pupils’ understanding of a wide range of word classes (and punctuation) and tests to see if they can use them correctly.
We encourage pupils to recall work that we have covered on ‘formal’ rather than ‘informal’ language as they approach this.

24. Spelling
The spelling section of the test assesses the pupils use of word patterns covered in both Years 5 & 6.
Pupils hear the correct spelling (3 times) and then write it in context, in the given sentence.
It is essential that pupils use the given homework each week to practise these patterns.

25. Ways to help at home Generally:
By encouraging pupils to partake in additional booster sessions where applicable.
By encouraging pupils to complete homework on a regular (timely) basis.
To discuss daily learning with your child, reinforcing concepts wherever possible.
By supporting pupils, ensuring they have time to relax or partake in extra-curricular activities.
Maths
Grammar
Spelling
Practise multiplication tables regularly.
Discuss ‘practical maths’ such as time and measures.
To occasionally test pupils to assess their understanding of certain terms, e.g. verbs.
Practise weekly spellings given in the homework task.
Test pupils on a random basis to deepen understanding.